Huntsville City Schools Building a Culture to Support Instructional Excellence

Who We Are For more than 20 years, we have believed the key to preparing student for a successful future is providing rigorous and relevant instruction. Who We Are Speak to the history, knowledge, and thought leadership of ICLE. For over 25 years, the International Center for Leadership in Education (ICLE) has partnered with schools and districts to equip today’s educators in preparing students for lifelong success. By identifying innovative practices from across the country, we ensure those practices make a positive impact on student learning, by sharing them with educators through our conferences and keynote presentations and helping schools bring them to scale with professional learning courses, job-embedded coaching, and hands-on consultation. Driven by our belief that instruction must be rigorous and relevant for all students we partner with schools and districts to make best practices and innovative approaches to instruction and leadership a reality in today’s classrooms.

The Daggett System has been significantly informed by Observing and disseminating best practices. For more than 20 years, the International Center has been assisting leadership and teachers, as well as identifying, studying, and showcasing America’s most successful schools—including its CCSSO-co-sponsored Bill & Melinda Gates Foundation-funded research on thousands of America’s most effective and most rapidly improving exemplar schools and school districts—at the annual Model Schools Conference and other events. Current and past research conducted by some of the most respected thought-leaders in K-12 education, including John Hattie’s Visible Learning, InTASC Model Core Teaching Standards, Sutton Trust Toolkit of Strategies to Improve Learning, Robert Marzono’s work, Charlotte Danielson’s The Framework for Teaching, Focused on Student Success: A Five-Year Research Study of Models, Networks, and Policies to Support and Sustain Rigor and Relevance for ALL Students

The Daggett System for Effective Instruction

Collaborative Instructional Review CIR Rubrics

Coaching Process Pre-Visit Visit Debrief Apply Coaching Process Individual and team job-embedded coaching for leadership and instructional teams builds upon the skills and knowledge gained in professional learning courses described above. Our coaches—all of whom are experienced education leaders and educators—partner with your leadership and instructional teams to offer personal guidance and support in identifying priorities and developing skills. The ICLE four phase coaching process includes: Pre-visit Meeting: During the pre-visit meeting, the International Center coach and leader sit down with the teacher to discuss the standards-aligned lesson that will be observed during the classroom visit. Using the pre-observation form submitted by the teacher, the leader facilitates a collaborative conversation to build understanding, clarify expectations, establish the focus for the classroom visit, and review the criteria in the rubrics that will be used during the visit. Classroom Visit: During the visit, the International Center coach and leader will observe classroom instruction. Guided by the online tool, the leader identifies and documents evidence of rigor, relevance, and engagement in the lesson which will inform the observation report and debrief discussion. During the classroom visit, the coach and leader observe how teachers deliver instruction and how students react to the instruction. Debrief: The coach and leader will meet with the teacher to review findings and provide meaningful formative feedback focused on rigor, relevance, and engagement for that specific lesson. Through a collaborative discussion about the rubric and notes from the observation report, leaders support the teacher in action planning and applying targeted and actionable feedback in the classroom, fostering a collaborative relationship in which the teacher feels supported rather than evaluated. Application: Collaboratively, the ICLE coach, principal and the teacher reflect on prior feedback and apply what they have learned to future lessons.

Huntsville City Implementation Plan Keynote with Dr. Bill Daggett Aligning the Arrows to Support a Culture of Rigorous Learning – Foundational Learning and Coaching for School Leadership Teams 4 days of professional learning and 6 days of site-based leadership coaching Collaborative Instructional Review – Foundational Learning and Coaching for Coaches and Teacher Leaders math an literacy Includes 4 days of professional learning and 4 days of coaching for 8 cohorts of up to 10 educators (80 total educators)

Success Data: Henry Co, VA (2016-17) 2017 Virginia SOL Reading Scores

Success Data: North Kansas City (2012-17) By the all of 2015, APR score up from 77% to 97.9%. As of 2017, graduation rates are almost 98% - the highest in district history. Math scores increased significantly: in Grade 4, achievement scores jumped from 44% in 2014 to 72% in 2016 in advanced or proficient categories and from 55% to 65% in the same categories in Grade 5, outperforming the state by 19% and 18% respectively.

Success Data: Spring Branch ISD, TX (2011- 2016)   By 2016, SBISD had achieved a score of 92 in Student Achievement (target score 60), a 31 in Student Progress (target score 17), a 50 in Closing Performance Gaps (target score 30), and a 90 in Postsecondary Readiness (target score 60).